Annual Notifications & Policy Review

Keystone Central School District invites parents and guardians of students to review the following Annual Notices for Parents/Guardians. Please do not hesitate to contact your school principal with any questions or concerns abut the information contained in these notices.

Asbestos Hazard Emergency Response Act (AHERA)

Child Nutrition Program

Education Rights of Children and Youth

Parent Notice for Right to Request Teacher Qualifications

Pennsylvania's Children's Health Insurance Program (CHIP) Annual Notice

Pest Management Notice

Protection of Pupil Rights Amendment (PPRA) Notification of Rights

PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA) NOTIFICATION OF RIGHTS

The PPRA affords parents of elementary and secondary students certain rights regarding our conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include, but are not limited to, the right to:

• Consent before students are required to submit to a survey that concerns one or more of the following protected areas (“protected information survey”) if the survey is funded in whole or in part by a program of the U.S. Department of Education –

1. Political affiliations or beliefs of the student or student’s parent;
2. Mental or psychological problems of the student or student’s family;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating, or demeaning behavior;
5. Critical appraisals of others with whom respondents have close family relationships;
6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
7. Religious practices, affiliations, or beliefs of the student or parents; or
8. Income, other than as required by law to determine program eligibility.

• Receive notice and an opportunity to opt a student out of –

1. Any other protected information survey, regardless of funding;
2. Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and

3. Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others. (This does not apply to the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions.)

• Inspect, upon request and before administration or use –

1. Protected information surveys of students and surveys created by a third party;

2. Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and

3. Instructional material used as part of the educational curriculum.

These rights transfer from the parents to a student who is 18 years old or an emancipated minor under State law.

The Keystone Central School District will develop and adopt policies, in consultation with parents, regarding these rights, as well as arrangements to protect student privacy in the administration of protected information surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. The School District will directly notify parents of these policies at least annually at the start of each school year and after any substantive changes. The School District will also directly notify, such as through U.S. Mail or e-mail, parents of students who are scheduled to participate in the specific activities or surveys noted in the attached Opt-Out Form and will provide an opportunity for the parent to opt his or her child out of participation of the specific activity or survey. The School District will make this notification to parents at the beginning of the school year if the School District has identified the specific or approximate dates of the activities or surveys at that time. For surveys and activities scheduled after the school year starts, parents will be provided reasonable notification of the planned activities and surveys listed in the attached Opt-Out Form and be provided an opportunity to opt their child out of such activities and surveys. Parents will also be provided an opportunity to review any pertinent surveys. Following is a list of the specific activities and surveys covered under this requirement:

Collection, disclosure, or use of personal information for marketing, sales, or other distribution

Administration of any protected information survey not funded in whole or in part by the Education Department.

Any non-emergency, invasive physical examination or screening as described above.

Parents who believe their rights have been violated may file a complaint with:

Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-8520

Protection of Pupil Rights Amendment (PPRA) Notice and Consent / Opt-Out for Specific Activities

PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA) NOTICE AND CONSENT/OPT-OUT FOR SPECIFIC ACTIVITIES
The PPRA requires the Keystone Central School District to notify you and obtain consent or allow you to opt your child out of participating in certain school activities. These activities include a student survey, analysis, or evaluation that concerns one or more of the following eight areas (“protected information surveys”):

1. Political affiliations or beliefs of the student or student’s parent;
2. Mental or psychological problems of the student or student’s family;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating, or demeaning behavior;
5. Critical appraisals of others with whom respondents have close family relationships;
6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
7. Religious practices, affiliations, or beliefs of the student or the student’s parent; or
8. Income, other than as required by law to determine program eligibility.

This parental notification requirement and opt-out opportunity also apply to the collection, disclosure or use of personal information collected from students for marketing purposes (“marketing surveys”). Please note that parents are not required by PPRA to be notified about the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions. Additionally, the notice requirement applies to the conduct of certain physical exams and screenings. This includes any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student. This does not include hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required by State law.

The Keystone Central School District does not plan to (1) use students’ personal information for selling or marketing purposes; (2) administer any survey about any of the eight topics listed above; or (3) administer certain non-emergency, invasive physical examinations. If for any unforeseen reason the KCSD must administer surveys and activities after the school year starts, the School District will provide parents, within a reasonable period of time prior to the administration of the surveys and activities, notification of the surveys and activities, an opportunity to opt their child out, as well as an opportunity to review the surveys. (Please note that this notice and consent/opt- out transfers from parents to any student who is 18 years old or an emancipated minor under State law.)

Title IX Notice of Non-Discrimination

NOTICE OF NON-DISCRIMINATION

The Keystone Central School District is an equal opportunity education institution and does not discriminate on the basis of race, color, creed, religion, national origin, sex, sexual orientation, ancestry, marital status, disability and/or handicap, pregnancy, or age in its admission, treatment,
access, procedures, programs, services, employment practices and activities and provides equal access to the Boy Scouts and other designated youth as required by Title IV of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Age Discrimination Act of 1975, Title II of the American Disabilities Act, the Boy Scouts of America Equal Access Act, Pennsylvania 22 Pa. Code § 15.4, and School District Policies. The Keystone Central School District will assist students who have Limited English Proficiency to
participate in programs, services, activities, and/or benefits. The following person has been designated to handle inquiries regarding all non-discrimination matters for all students including but not limited to students with disabilities, and/or handicaps, and/or Limited English Proficiency:

Christina Manning
Director of Special Education
Keystone Central School District
Administration Office
86 Administrative Drive, Mill Hall, PA 17751
570-893-4900 ext. 2105
Email: cmanning@kcsd.k12.pa.us

The following person has been designated to handle inquiries regarding all non-discrimination
matters for all employees and employment matters:

Mark Condo
Director of Human Resources
Keystone Central School District
Administration Office
86 Administrative Drive, Mill Hall, PA 17751
570-893-4900 ext. 2321
Email: mcondo3@kcsd.k12.pa.us

Child Find (Annual Notice of Special Education Services)

ANNUAL PUBLIC NOTICE

The Keystone Central School District provides a variety of opportunities for the screening and evaluation of students thought to be exceptional. In Kindergarten all students receive screenings on readiness as well as standardized indicators of early literacy. All elementary schools in the district have an identified and trained Instructional Support Team (IST). The Instructional Support Team works with school staff to provide screening in various areas (cognitive, emotional, social, motor, vision, hearing, and speech/language). Parents may request IST consideration through the building principal. The IST process can recommend interventions, further screening, and/or a referral for multidisciplinary evaluation (MDE) for special education services. Pre-referral intervention services are also available at the secondary level.

MDE can be requested at any level by school teams and/or parents. Parents/Guardians may request an evaluation at any time. The parent/guardian request must be in writing. If a request is made orally to any professional employee or administrator, that individual shall provide a copy of the permission to evaluate form to the parents/guardians within ten (10) calendar days of the oral request. The evaluation shall be completed, and a copy of the evaluation report presented to parents/guardians no later than sixty (60) calendar days after receipt of written parent/guardian consent for evaluation, exclusive of the period following the last day of the spring school term to the first day of the subsequent fall term. Requests for screening and/or evaluation of students in non-public schools should be directed to the Nonpublic School Director/Principal, who, in turn, will contact the district Special Education Office. Policy 103.1 Nondiscrimination of Qualified Students with Disabilities, Policy 113 Special Education, Policy 113.3 Screening and Evaluations for Students with Disabilities, and Policy 113.4 Confidentiality of Special Education Student Information.

Special education services are provided to exceptional students under IDEA Federal Regulations Part 300 and Chapter 14 of the Pennsylvania Special Education Regulations. Special education is defined as specially designed instruction to meet the needs of an exceptional student including specially designed instruction that is the following:

(1) Conducted in the classroom, in the home, in community settings, in hospitals, in institutions, and in other settings. (2) Provided in an instructional or skill area, including physical education, speech, and vocational education.

A specially designed program of instruction is available for a student who meets one of the categorical exceptionalities: autism deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disabilities, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, visual impairment including blindness and who needs a specially designed program of instruction.

Parents or teachers may refer students for a multidisciplinary evaluation if a student is thought to need special education services. The district conducts a screening to identify students who may need special education through health screenings, group intelligence tests, and achievement tests. Regularly scheduled Child and Pupil Study Teams as well as Student Assistance Teams, review student records and teacher reports for relevant information. These activities are ongoing during the school year.

Related services such as occupational therapy, physical therapy orientation, mobility training, and specialized transportation are available as deemed appropriate by the Multidisciplinary Evaluation Team and Individual Education Plan Team. Transition Services, Extended School Year Services, and Assistive Technology Services are provided according to the Pennsylvania Special Education Standards and Regulations.

Behavior Intervention Plans include a variety of techniques to develop and maintain skills that will enhance an individual student’s or young child’s opportunity for learning and self-fulfillment. Potential causes of behavior problems, such as physical or medical conditions, environmental factors, staffing, and program concerns, shall be reviewed and addressed prior to the development of a behavior intervention plan. For each eligible student or young child who exhibits behavior problems that interfere with the student’s ability to learn, including students identified as seriously emotionally disturbed, the IEP shall include provisions for a program of behavior management. Positive rather than negative measures shall form the basis of behavior intervention plans. Aversive techniques, restraints, or discipline procedures may not be used as a substitute for a behavior intervention plan.

The Keystone Central School District does not discriminate against Protected Handicapped Students. Such students are assured equal opportunity to participate in the school program and extracurricular activities to the maximum extent appropriate. It is the policy of the school district to provide a free and appropriate public education to each student with disabilities within its jurisdiction, regardless of the nature or severity of the handicap. It is the intent of the district to ensure that students with disabilities within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated, and provided with appropriate educational services. Students may be considered handicapped under this policy even though they do not require services pursuant to the Federal Individuals with Disabilities Education Act (IDEA) and the corresponding Pennsylvania Special Education Regulations. Written service agreements may be developed annually in order to detail necessary services for students with disabilities under section 504.

The confidential rights of students and parents are protected by the Keystone Central School District Policy on Confidentiality of Student Records and the Pennsylvania Special Education Regulations section addressing confidentiality.

In accordance with 34 CFR § 300.624, please be advised of the following retention/destruction schedule for the Pennsylvania System of School Assessment (PSSA), and Keystone Exam-related materials: PSSA, Keystone Exam, and test booklets will be destroyed one year after student reports are delivered for the administration associated with the test booklets. Keystone Exam answer booklets will be destroyed three years after completion of the assessment.

Questions concerning any matters relative to Special Education Evaluation, Identification, Programs, Services, Due Process rights of students and parents, or the Surrogate Parents Program, should be directed to the Special Education Office at (570) 893-4900 ext. 2116. For further information about child identification, screenings, referral for evaluation, or public awareness, please contact the Special Education Office in writing or by phone at (570) 893-4900 ext. 2330. Questions about written service agreements for Protected Handicapped Students should be directed to the Director of Special Education at (570) 893-4900 ext. 2116.

The Keystone Central School District will assist students who have Limited English Proficiency to

participate in programs, services, activities, and/or benefits.

The following person has been designated to handle inquiries regarding all non-discrimination

matters for all students including but not limited to students with disabilities, and/or handicaps,

and/or Limited English Proficiency:

Christina Manning

Director of Pupil Services

Keystone Central School District

Administration Office

86 Administrative Drive, Mill Hall, PA 17751

570-893-4900 ext. 2105

Email: cmanning@kcsd.k12.pa.us

The following person has been designated to handle inquiries regarding all non-discrimination

matters for all employees and employment matters:

Mark Condo

Director of Human Resources

Keystone Central School District

Administration Office

86 Administrative Drive, Mill Hall, PA 17751

570-893-4900 ext. 2321

Email: mcondo3@kcsd.k12.pa.us

Gifted Education: The Keystone Central School District gifted program reflects our vision and mission statements. The ongoing assessment ensures that our program provides for the needs of gifted students in all grade levels. Gifted support services ranging from enrichment to acceleration are coupled with the core curriculum to maximize the individual learning needs of identified students while providing an environment where students can maximize their exceptional ability and learning potential.

KCSD has clearly defined guidelines for the screening and identification process of potentially gifted students.

Level I - Universal Screening

A universal screener is in place for grades K-8 that includes teacher and data team input. Data collected includes, but is not limited to, aimswebPlus Benchmark Math and Reading, MAP assessment, PSSA assessment, and in grades (5-8), report card grades are included. If a teacher/team suspects that a student is demonstrating giftedness based on the universal screening, the teacher/team completes the “Gifted Screening Referral Form” and submits it to the special education office.

Level II - Individual Screening

Permission to evaluate is issued in order to complete the Kaufman Brief Intelligence Test (KBIT-2). With a score of 125+ the student is referred for full gifted evaluation. Permission to evaluate is issued to the parents. If the student scores below 125, parents are informed in writing that a full gifted evaluation is not recommended. Parents still maintain the right to request a full gifted evaluation through the special education office.

Level III - Full Gifted Evaluation

If the student meets the criteria of the universal and individual screening, and upon receipt of the signed permission to evaluate, the Gifted Multidisciplinary Team completes the evaluation within 60 calendar days. Parents and teachers provide input through the completion of rating scales and input forms. A certified school psychologist administers the comprehensive assessments of cognitive/intellectual functioning and academic achievement. Results are summarized in the Gifted Written Report. The Gifted Individual Education Program team convenes to determine if the student qualifies for gifted services, and to develop a GIEP to provide gifted support services.

For students who have dual exceptionalities, it is not necessary to conduct separate screenings, and evaluations, develop separate IEP’s or use separate procedural safeguards processes to provide a student’s needs as both gifted and eligible students.